Elected School Boards...So goes the nation; why not Baltimore?

In a press release dated July 8, 2009, the Maryland State Department of Education announced its search for candidates interested in serving on the Baltimore City Board of School Commissioners. The board is “responsible for raising the level of academic achievement of the students in the Baltimore City Public School System, improving the management and administration of the city’s public school system, and is held accountable for the academic achievement of the public school students in Baltimore City.”

According to the Maryland State Department of Education, the current school board submits its recommendations based on the field of candidates to the mayor and the governor. Joint approval by both public officials is required for an appointment to be made.

The criteria for the selection is that candidates must be at least eighteen years old; demonstrate managerial expertise in the administration of a large business or government entity; have knowledge or expertise in education; have a child in the school system as of the appointment date; and /or have knowledge of the education of children with disabilities. Applicants must submit a letter which addresses their strengths and qualifications for the position, provide proof of city residency, and provide three letters of recommendation. Indeed, a cursory review of the background of city school board members indicates that they fulfill the requirements for office.

On February 12, 2007, Baltimore City representatives Holten, Reisinger, and Welch submitted Council Bill 07-0251R requesting an Investigative Hearing on an Elected School Board. In the subtext for the bill, Holten et al. state that 96% of all school board members in the United States are elected to their positions rather than appointed. The movement failed.

On September 29, 1984, the NAACP announced its support for a charter amendment that called for elected rather than appointed school board members. In an article in the Baltimore AfroAmerican newspaper, the NAACP cited the predominance of elected school boards across the country, the inherent political process associated with an appointed school board, and the fact that school board members seemed “more responsive to an active constituency” when elected rather than appointed. In Baltimore City, the movement failed.

By 2004, ten of twenty-four subdivisions in Maryland have partially elected school boards; not so Baltimore.

In July, 2008 a coalition of parents, teachers, and education supporters lobbied the Annapolis legislature for the transition to at least a partially appointed school board. This emotionally laden issue polarizes educator and politician alike. In defense of an elected school board, BTU president Marietta English, “called the appointed board ‘a monster’ that created a budget deficit several years ago.” In response to the issue, Senate President Thomas (Mike) Miller said, “If I go to hell, it’s going to be because I created an elected school board.”

In an article published by The National School Boards Association, researchers Tim Waters and Robert Mazzano of the MidContinent Research for Education and Learning (MREL) reported on the results of a study on the efficacy of school boards. Waters and Mazzano noted a strong “positive correlation between district leadership and student achievement.” When there was “clear alignment of board, district, and school efforts in support of non-negotiable goals” and the board members “ensure these goals remain the primary focus of the district’s efforts and that no other initiatives detract attention or resources from accomplishing these goals,” a high level of student achievement will occur. Is this scenario possible when school board members owe their appointments to the mayor and governor and do not directly represent the interests of constituents?

The election process guarantees a field of candidates who demonstrate leadership, interest, and initiative in serving the public. More importantly, the public has an independent voice in determining the strategic direction of education (and its children) despite short-term, special interest, stop gap measures driven by the political flavor of the day.

It behooves Baltimoreans to ask yet one more time: What makes us so different from the rest of the country that we still have appointed school boards?

A Lithuanian's (controversial) Perspective on American Education

Recently, I was having dinner with a friend of a friend, originally from Lithuania, hence the title of this post, but now an American citizen who has lived here for well over 15 years. He was one of those straight shooters that was looking for interesting dinner talk, which is something I can appreciate because I don't like vapid conversation.

Anyway, he brought with him an interesting perspective on his educational upbringing in Lithuania and his criticisms of America's education system:

1. He believes serious tracking should be done in schools and that students should not be told that with hard work and perseverance they can reach their goals because that's simply not true. He argues that they should be given an honest assessment of what their prospects are and then guided to certain fields of study, whether that may be higher education, vocational training, etc.

2. He believes there is not enough high-level analysis or critical thinking in American education. He claimed that during his schooling in Lithuania, most of his assessments were in the form of essays and involved critical thinking. He criticized multiple-choice testing as a stupid form of assessment.

The first point is interesting but we can argue for hours on American ideals and the American dream. Also, I wouldn't know how to keep students motivated and produce productive citizens after draining them of their hopes and dreams.

But it was the second point that really hit me. He described multiple-choice questions and that type of learning as "eliminating the wrong answers." Because students are busy deciding what isn't the answer, they forget to look for what is. The deep thought and critical analysis isn't there. What's more, I thought of the way I make my decisions, and much of how I decide, because I have trouble making decisions, is eliminating choices I definitely don't want. This concept really resonated with me and made me think of how this kind of "train of thought" is pretty troublesome.

Obviously from a logistical standpoint, multiple-choice and standardized tests are great because results are easy to tabulate. It's hard to compare student progress when you are subjectively grading essays. We need to find a nice balance between the two and make sure our students don't become decision-eliminators instead of decision-makers.

The Purpose of Schooling

"...This is an intolerable situation. Illiteracy is not a fact of life, but a consequence of inaction on the part of governments and societies. Its consequences are pervasive and powerful. If we wish to combat poverty, injustice and the violence that so often results from them, we must begin by mobilizing minds through education and literacy."

-Former UNESCO Director-General Frederico Mayor

Two weeks ago, I attended a meeting for schools in which a variety of employees were present including a mix of teachers and administrators. In an early session, the presenter asked what I thought was a pretty common question. As she addressed the group, she asked, "Why do we offer students advanced courses in school?" Around the room, a low murmur of voices arose as people conversed with their neighbors. People began to tentatively offer their suggestions--to provide our students with challenges, to prepare them for college, to gain college credits, to raise expectations for all involved. The presenter then asked what our measures of success would be if not a single student passed an advanced placement exam, for example. Now the room fumbled for answers, eventually deciding that the experience was important for students.

Our presenter then began to speak to us. She said that 30 years ago, to be a fully functioning adult it was necessary to be on a 10th grade reading level. On a 10th grade level, you could read a military text, read newspapers, and fill out your tax forms. She then said that in the past 30 years, times had changed and that now to be a fully functioning adult it was necessary to be on a 15th grade reading level. She said that every time she asks a group about the purpose of advanced courses, she hears answers like college credit and preparation. Her challenge to us was to think about how necessary advanced courses are for life, how our job as educators is to prepare students not only for college and work but also for their daily lives.

For the past few weeks, this conversation has haunted me. I find myself looking for information often. One source I found reports some very eye-opening statistics (Literacy Statistics). The article estimates that 1 in 5 American adults cannot read beyond a 5th grade reading level. On average, it reads, Americans watch over 5000 hours of television (more time than it takes to earn a bachelor's degree) before entering kindergarten. Only 10% of the American population account for over 70% of the nation's reading. What's more, it reads, there is a strong correlation between daily reading time and success in school and on tests; the top 2% of students read more than 65 minutes a day while the bottom 10% read for less than 1/10 of a minute. In doing only a few minutes of research, one can find hundreds of similar statistics--our students do poorly in comparison to other countries on tests, our teachers have difficulty with exams that other nations' students must pass to matriculate.

As a teacher at a school with a college and career focus, I have thought a lot and spoken a lot to students about pushing toward higher education. I work to connect our daily learning to college and career fields and success. After hearing this presenter, however, I am beginning to zoom out, to see my field in an even broader and more urgent context. If I am not successful with my students in reaching our goals, my students may not only be unprepared for college and career, they may be unprepared to file their taxes or complete a job application. I feel invigorated and rededicated to the purpose of my profession--preparing literate adults for today's world and successful tomorrows.